The Effectiveness of Task-Based Listening Instruction in Improving Listening Comprehension of First-Year EFL University Students

Abstract : The research evaluates Task-Based Learning (TBL) effectiveness for enhancing listening skills of first-semester students who study English as a Foreign Language (EFL). Despite the importance of listening comprehension in second language acquisition, many EFL learners struggle to understand spoken English due to limited vocabulary knowledge, fast speech rate, and insufficient exposure to authentic listening activities. The research study investigates task-based listening activities which help students develop active listening skills through their participation in practical communication exercises. The study used a pre-experimental one-group pretest–posttest design which tested fourteen students who studied English Education at an Indonesian university. The researchers collected data using listening comprehension tests which were given to students at two different times along with classroom observations and a student perception questionnaire. The instructional treatment included eight sessions of task-based listening training. The results demonstrated a major improvement in student listening abilities. The mean listening score rose from 57.14 in the pre-test to 78.57 in the post-test. A paired-sample t-test confirmed that the improvement showed statistical significance with a t-value of 10.82 and a p-value of less than 0.001 and the result achieved a large effect size according to Cohen’s d value of 3.05. The research findings demonstrate that task-based listening instruction improves student participation while it helps students build their listening comprehension abilities. The researchers recommend conducting additional research with larger participant groups and experimental study methods.